We have repeatedly confirmed our commitment to ensuring that all pupils, regardless of their background or gender, have an equal opportunity to achieve. The national curriculum provides an entitlement to a broad and balanced education for all pupils. Since the last national curriculum review it contains, for the first time, a statutory inclusion statement which sets out the steps which teachers should take to overcome potential barriers to learning for boys or girls.

The inclusion statement contains recommendations that teachers should create a climate where stereotypical views are challenged and pupils learn to view positively differences arising from race, gender, ability or disability. In order to respond to pupils' diverse learning needs teachers should ensure that boys and girls are able to take part in lessons fully and effectively. For example, they can take account of the interests and concerns of boys and girls by using a range of activities and contexts for work, allowing a variety of interpretations and outcomes and avoiding gender stereotyping in assigning pupils to activities or arranging access to equipment.